Week 6 Teach, Re-teach, Repeat I found the process of writing, teaching, and re-teaching an investigative lesson to be beneficial in my growth

as a novice teacher. Rina and I had to consider the differences in our classrooms, which made our planning a bit challenging. We found a common ground, though, and we both believed that mixing colors would be an engaging and exciting experiment for the students. Jenn helped us quite a bit by thinking of an engaging way to introduce a problem to get the students interested in the topic. When both Rina and I told our students that we had a problem and needed their help, I saw many little faces light up with excitement. I also saw these same reactions when I turned the lesson into a center where the students were able to more independently pour and make decisions on which colors to mix. Helm and Katz discuss the importance of introducing skills to young investigators (p. 40). In the project of a project approach, I believe if the teacher provides opportunities, children can investigate the topic quite thoroughly. The authors also specifically state that another useful skill for young investigators is construction and the use of materials (p. 41). Both Rina and Is students were able to manipulate the materials with little teacher guidance after the experiment had been modeled by a teacher. I believe in the process of learning and knowing my students well, I knew which students would need more guidance than others, so I tried to stay close by the center to assist when needed. Some of the older and more experienced students likely knew what was going to happen when mixing certain colors, but I think most students who chose to engage in the center benefited from witnessing the change. Since only a few students were able to actively participate in the first large group lesson at the carpet, I found it to be highly beneficial to move the activity to a center. More students were able to try the activity, and they made the choice to do so when they were ready.

Lewis states that hansei, honest reflection focused on improvements of ones shortcomings, is a central value of lesson study (p. 76). Lewis also says, how much teachers learned as they planned, conducted and discussed the lesson, and whether this learning will improve their future instruction are critical factors in lesson study (p. 79). Rina and I planned the lesson together, thoughtfully considering many factors. We thought about our wide range of students, the length of the lesson, and the materials that would be best and not too challenging as far as fine motor skills are concerned. I found that, after conducting the lesson, pouring was a better method for the actual mixing of two colors. This was actually a suggestion from one of my students, and I love moments where they think of better methods than I do in my planning. Both Rina and I thought the large group activity generally met our lesson goals, but we both wished we could engage and involve more students. In our discussion and revisit of the lesson, we both thought critically about how to make materials useful, what went well, and what we should fix. I believe having a generous amount of planning time for this particular lesson is what made it meaningful for the students. I think the problem in the beginning led the students to a role of helping the teacher, and I believe this was a great way to introduce the lesson. I think that the next time I do this lesson, I would be more thoughtful in how I could encourage those who are reluctant to try the mixing of the colors in the center activity. Constant reflection is important in making ways of learning meaningful to students, which is quite clearly one of the general goals most teachers have. I enjoyed working with a peer to create the lesson because we both brought ideas the other would not have thought to try, and further, having mentors add their input in planning was extremely helpful, so I believe I now have a glimpse of how a large lesson study could actually work.